- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Completed
Background
The skills requirements in labour market are changing fast and more employees than ever need upskilling; this project was designed and implemented to support employees during this process.
Objectives
The preparation and implementation of formal VET programmes targeting employees in small companies.
Description
The project 'Development of programmes for upskilling in continuing vocational education and training 2017-22' (the PINPIU project) aims to develop formal VET programmes for upskilling employees, helping them to respond to changing needs in the labour market. It targets mainly employees in small companies which are less likely to participate in CVET. The Institute of the Republic of Slovenia for VET (CPI) is coordinating the project, preparing 20 pilot programmes in cooperation with employers and training providers.
In 2018, the Ministry of Education financed the following projects for upskilling adults:
- the 2018-22 Munera 3 project targets employed individuals who require additional training in line with the labour market needs. These programmes are prepared by the schools in close cooperation with the interested companies and are approved by the school council;
- the 2018-22 projects Panup and Atena (one for each cohesion region, East and West) is addressed to adults without completed VET or general upper secondary education, master craftsman, foreman or shop manager exam. Adults with completed primary education at the most and/or aged 45 or more are in advantage. The purpose of the project is to provide them with competences necessary for the labour market and increase their employability.
The Ministry of Labour also runs the 2017-21 ESF-supported project 'Practical employment promotion programme for the unemployed...
The project 'Development of programmes for upskilling in continuing vocational education and training 2017-22' (the PINPIU project) aims to develop formal VET programmes for upskilling employees, helping them to respond to changing needs in the labour market. It targets mainly employees in small companies which are less likely to participate in CVET. The Institute of the Republic of Slovenia for VET (CPI) is coordinating the project, preparing 20 pilot programmes in cooperation with employers and training providers.
In 2018, the Ministry of Education financed the following projects for upskilling adults:
- the 2018-22 Munera 3 project targets employed individuals who require additional training in line with the labour market needs. These programmes are prepared by the schools in close cooperation with the interested companies and are approved by the school council;
- the 2018-22 projects Panup and Atena (one for each cohesion region, East and West) is addressed to adults without completed VET or general upper secondary education, master craftsman, foreman or shop manager exam. Adults with completed primary education at the most and/or aged 45 or more are in advantage. The purpose of the project is to provide them with competences necessary for the labour market and increase their employability.
The Ministry of Labour also runs the 2017-21 ESF-supported project 'Practical employment promotion programme for the unemployed older than 50 years old' to increase their employability through qualification and re-qualification. Training is provided by inter-company training centres and designed in line with labour market needs.
In 2019, CPI continued intensive promotion of the new type of formal CVET programmes, after the first programme adopted in 2018 Also, a web page was designed, where interested schools, companies and individuals can find methodology for preparing new programmes and a first programme. Until the end of 2019, CPI got more than 30 ideas or proposals for the preparation of new programmes and preparation of 10 new programmes began.
Munera 3 organised 31 various training courses ranging from Digitalisation in the work process to Beekeeping. Both projects, Panup and Atena, organised various promotion and activation activities. A network of participating institutions offering learning aid to adults have been set up in both cohesion regions.
The practical employment promotion programme added an additional target group: unemployed people aged 30 and over who are receiving social benefits. There were 60 new contracts in 2019, which is fewer than 2018 (88). This measure did not achieve the expected results in 2019, partly because of low motivation among the unemployed, as this is a very demanding training programme.
In 2020, the PINPIU project achieved the following:
- four Upskilling programmes for higher VET (e.g. expert for smart buildings installations, aromatherapist in wellness centre) adopted by the Expert Council for VET;
- several other programmes prepared and waiting to be approved by the appropriate authorities (e.g. expert for digital marketing);
- promotion activities: the project website was improved and updated with new methodology and relevant information for a new type of formal programme.
In 2020, due to the epidemic, all activities on the Munera 3 project took place mostly in electronic form or remotely. About 280 training exercises were prepared by the school for companies or together with companies; 11 retraining programmes and 37 higher VET education programmes for obtaining higher VET education. There were 3 011 participants in the training, 23 participants in retraining and 216 participants in higher VET programmes; a total of 3250 participants were included in 2020.
In December 2020, webinars were organised for individuals, companies, employers, partner schools and interested public. The webinar in technology was on the topic, Sustainable development and solutions in support of the environment and society. The webinar in the professional field of services was held on three different topics: cryptocurrencies, early learning of English, and e-Symbiosis. During the webinar, participants learned about cryptocurrencies and blockchain, followed by the importance and ways of learning English early. In the third part, the e-Symbiosis platform was presented.
The Atena project implemented various promotion and activation activities.
The Practical employment promotion programme concluded 52 new contracts in 2020.
In the PINPIU project, the following results were achieved:
- 7 programmes approved and adopted by the Expert council for VET, including social economy expert, nail stylist, digital marketing expert, and 3D print designer;
- promotion activities: updated website, public events presentations, tailor made presentations for specific interested parties, such as schools and employers.
In 2021, the Munera 3 activities were implemented both online and face to face. About 289 training exercises were prepared by the schools for companies or together with companies; eight retraining programmes and 36 programmes for obtaining higher VET education. Two upskilling study programmes began with the implementation. A total of 6 504 participants took part in activities in 2021: 6 381 participants in the training, two participants in retraining, 91 participants in higher VET programmes and 30 participants in the upskilling programmes;
Previously, the Munera 3 project had partnered with the PINPIU project to prepare higher VET programmes, some of which began to be implemented in 2021. Employed individuals who meet the enrolment conditions can have the scholarship part-financed by the Munera 3 project.
National and regional activities were conducted for the employers and interested individuals through webinars and round tables.
The Atena project organised some promotional activities, seminars and workshops in 2021.
In 2021, two new participants were included into the Practical employment promotion programme. The Practical employment promotion programme concluded at the end of 2021.
Regarding PINPIU project:
8 programmes were adopted, of which 5 were Higher VET upskilling programmes and 3 were upper secondary VET upskilling programmes. This amounts to a total of 20 programmes adopted in duration of the project. The programmes begun to be implemented - a higher vocational school implemented 3 programmes within the Munera 3 project (Wellness masseuse, Performer of manual lymphatic drainage in cosmetics and wellness and Aromatherapist in cosmetics and wellness). An evaluation of the implementation of the programmes was carried out. The PINPIU project concluded in October 2022 with a final conference, which was attended by 50 people. The purpose was to share experience in the preparation and implementation of the upskilling programmes and also to promote this new type of programme.
Regarding MUNERA 3 project:
7 394 people were included in the training and upskilling programmes prepared by the schools for the companies. 21 individuals participated in the higher VET upskilling programmes. There were 79 trainings prepared by the school for companies or with companies and 3 upskilling study programmes. In the duration of the project from 2018 to 2022, there were 102 participants included in the re-qualifications programmes and 32 449 participants were included in the training and upskilling programmes. 1556 participants were included in the programmes to acquire Higher VET education and 51 participants were included in the upskilling Higher VET programmes. All together there were 34 158 participants included. The project concluded with a final conference in September 2022 entitled ‘Creating the future of new generations’. National experts discussed the talents of new generations in a panel discussion. The MUNERA 3 project was selected as an example of good teaching practice and innovation at the UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training.
Regarding the Atena project:
The Atena project concluded in 2022. In the duration of the project 13 promotional events and 30 animation events were organised. Promotion and animation activities were a good approach to inform society about the importance of the lifelong learning education and promoting all types of education and training of adults. 487 individuals were included into the coaching activities, which lasted 8 133 hours.
The Panup project concluded in 2022.
Bodies responsible
- Ministry of Education, Science and Sport (MIZŠ) (until 2023)
- Institute of the Republic of Slovenia for Vocational Education and Training (CPI)
- Ministry of Labour, Family, Social Affairs and Equal Opportunities (MDDSZ)
- Ministry of Education
Target groups
Learners
- Adult learners
- Older workers and employees (55 - 64 years old)
- Unemployed and jobseekers
- Persons in employment, including those at risk of unemployment
- Low-skilled/qualified persons
Entities providing VET
- Companies
- VET providers (all kinds)
Other stakeholders
- Social partners (employer organisations and trade unions)
Thematic categories
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to initiatives that promote VET and lifelong learning implemented at any level and by any stakeholder. It also covers measures to ensure and broaden access to information about VET to various target groups, including targeted information and promotional campaigns (e.g. for parents, adult learners, vulnerable groups). Among others, it includes national skill competitions and fairs organised to attract learners to VET.
This thematic sub-category refers to all kinds of incentives that encourage learners to take part in VET and lifelong learning; VET providers to improve, broaden and update their offer; companies to provide places for apprenticeship and work-based learning, and to stimulate and support learning of their employees. It also includes measures addressing specific challenges of small and medium-sized enterprises (SMEs) willing to create work-based learning opportunities in different sectors. Incentives can be financial (e.g. grants, allowances, tax incentives, levy/grant mechanisms, vouchers, training credits, individual learning accounts) and non-financial (e.g. information/advice on funding opportunities, technical support, mentoring).
This thematic sub-category refers to providing the possibility for individuals who are already in the labour market/in employment to reskill and/or acquire higher levels of skills, and to ensuring targeted information resources on the benefits of CVET and lifelong learning. It also covers the availability of CVET programmes adaptable to labour market, sectoral or individual up- and reskilling needs. The sub-category includes working with respective stakeholders to develop digital learning solutions supporting access to CVET opportunities and awarding CVET credentials and certificates.
This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.